1. Porter 1
Information Literacy Weakness
After speaking with the 3rd grade teachers at my school, I found that all of them have had
trouble with their students’ grasping information literacy standards that are in place for
third graders. The teachers also do not have the resources in their individual classrooms
to aid in teaching this content, and they were very excited when I told them that I would
be conducting several lessons on this standard with their classes over the next few weeks.
The teachers informed me that they always assign a “research based project” but the
projects that the students’ turn in do not portray much knowledge of the skill.
The standard that I will focus my UbD lesson plan on is:
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report,
correspondence) that:
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share
information on a topic.
The third grade classes visit the media center once a week for a period of thirty minutes.
For this particular unit, I plan on utilizing the computer lab during “media center time”
for the next few weeks. Within these two weeks, students will be assigned an animal to
research. They will then create a PowerPoint Presentation reflecting their researched
information. They will then present (share) their presentations.

2. Porter 2
Title of Lesson: Content Area:
Grade: Designer:
The Internet as a Information
3 Savannah Porter
Research Source Literacy Skills
Standards:
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share
information on a topic.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers
and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
d. Listens to and views a variety of media to acquire information.
STAGE 1 – DESIRED RESULTS
Understandings: Essential Questions:
Students will understand that the internet is a • How do I use research using the
source of information and can be used to internet to enhance my prior
research particular topics. knowledge?
Knowledge and Skills:
Students will be able to:
• Conduct basic internet search
• Create a basic PowerPoint Presentation
• Enhance their prior knowledge by using the internet as a research resource
STAGE 2 – ASSESSMENT EVIDENCE

3. Porter 3
Performance Task: Other Evidence:
Student will demonstrate understanding by Teacher observation of internet and
correctly designing a PowerPoint PowerPoint usage.
Presentation with accurate, advanced
information.
STAGE 3 – LEARNING PLAN
Learning Activities:
This will be completed over a period of time – 30 minutes per class, once a week, for five
weeks
Hook:
Discuss the internet and its uses using the LCD projector. Use Google to research an
uncommon animal and to view pictures, facts, etc. Once the students are on board, assign
them an animal and explain the whole activity. (They will use the internet to find facts
about their assigned animal, and then we will use PowerPoint Presentation to present and
share our findings. This will take several weeks.)
Once students are made known of the assignment, follow these steps/questions:
Step 1: Get topic.
Step 2: What do I need to know about by topic? (formulate questions)
Step 3: What sources of information can I use?
Step 4: Note taking – Gathering information
Step 5: How can I present my information?
Step 6: What can I do differently to improve next time?
Required Materials: Encyclopedias, Non-Fiction Books, Internet, Animal Cards
After two sessions (two weeks) of researching information on the internet, students will be
taught how to present their information using Microsoft PowerPoint. Use these steps to
teach this second part of the activity.
Students will receive instruction on building a PowerPoint Presentation via LCD
projector.
Day 1: Title slide and What does it look like slide (with picture)
Day 2: Two additional slides and background colors, font, etc
Day 3: All slides completed – project finished
Students will take several days to present their PowerPoint Presentations to their peers.
PowerPoint Presentations will also run continuously from the LCD projector in the
cafeteria, while classes are eating lunch.